This document discusses several approaches to using literature in language teaching: 1. A language-based approach integrates language and literature teaching to help students improve their language knowledge. Some focus on using literature for language practice rather than studying literature itself. 2. Stylistics involves the close study of literary texts to enable meaningful interpretations and expand students' language awareness. 3. Making literature the course content examines literary movements, authors' backgrounds, and genres. Some argue this is best for students specializing in literature. 4. Literature can encourage personal involvement by choosing works relevant to students' interests that stimulate discussion and themes alongside non-literary materials.

6. A language based approach to using
literature
A language-based approach is quite a broad
approach which covers a range of different goals
and procedures. Generally speaking, proponents
believe in a closer integration of language and
literature in the classroom, since this will help the
students in achieving their main aim - which is to
improve their knowledge. But proponents of this
approach vary in their ultimate goals. Some focus
not on studying or reading literature itself, but
rather on how to use literature for language
practice

7. Stylistics in classroom
In this section, we focus on a method which can
guide students towards a more sensitive understanding
and appreciation of the literary text itself. Stylistics,
which involves the close study of the literary text itself,
has two main objectives:
1. to enable students to make meaningful interpretations
of the text itself.
2. to expand students' knowledge and awareness of the
language in general.

8. Literature as content
One of the possible approaches to teaching
literature, is to make literature itself the content of
the course. This kind of approach examines the
history and characteristics of literary movements;
the social, political and historical background to
a text; the biography of the author and its
relevance to his or her writings; the genre of the
text, etc. Some language teachers would argue that
this type of approach is really the province of the
literature teacher rather than the language teacher,
and is only successful when used with learners
who have a specialist interest in the study of
literature.

9. Literature for personal enrichment
Literature is a useful tool for encouraging students to draw on
their own experiences, feelings and opinions, it helps students to
become more actively involved both intellectually and emotionally
and hence aids acquisition and excellent stimulus for group works.
In this section we explore ways of doing this more successfully
when using a literary text.
 material is chosen on the basis of whether it is appropriate to
students’ interests and will stimulate a high level of personal
involvement
 material is often organised thematically, and may be placed
alongside non-literary materials which deal with a similar theme

10. Metalaguage
Metalanguage is language for talking about
language. One of the major functions of language is
that enabling us to check up on language itself. On
another word, it is any use of language about
language, as for instance in glosses, definitions, or
arguments about the usage or meaning of words.

11. The roles of metalanguage or literary terminology
1. Literary terminology provides students with the
tools for identifying distinctive features in a literary
text and so appreciating it more fully.
2. Students may expect to know the terminology, and
will feel Frustrated if they lack the means to acquire
and use it, especially if they are expected to be
familiar with it in exams, etc.
3. Students may be familiar with the terms in their
own language, so providing the equivalents in
English may be a simple and easy way of
facilitating the transfer of literary knowledge from
one language to the other.

12. Any Questions ?